Bridging the 20-Year Literacy Divide: African Language Reading Progress in South Africa

Nompumelelo L. Mohohlwane; Nangamso Mtsatse; Peter Courtney

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Chapter 7 Bridging the 20-Year Literacy Divide

African Language Reading Progress in South Africa

于Tracking Changes in South African Reading Literacy Achievement

著者：

Nompumelelo L. Mohohlwane

Nompumelelo L. Mohohlwane
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Nangamso Mtsatse

Nangamso Mtsatse
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Peter Courtney

Peter Courtney
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类型:: 章节

Page Range:: 151–184

DOI:: https://doi.org/10.1163/9789004687011_007

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Abstract

South Africa’s language education policies acknowledge the country’s exceptional linguistic diversity, with all 11 official languages represented. At Grade 4 (the population of interest) the language of learning and teaching (LoLT) differs by school, according to legislation described in this chapter. South Africa’s legislation acknowledges the complexity of factors determining a school or class’s ideal LoLT. We give context to these factors through the literature supporting the use of home-language instruction in early grades. Using PIRLS 2006–2016 data, we describe South Africa’s changes in LoLT, decomposing language proficiency by province, asset ownership quintile, and whether the LoLT matches the learner’s home language. Finally, we explore language proficiency along the same dimensions through multiple linear regressions. We find three primary results. First, there is a high match between home language and LoLT, which refutes the myth that classrooms are becoming increasingly multilingual, apart from in Gauteng. Second, African languages, especially Nguni languages, are significant contributors to the improvement seen in PIRLS between 2006 and 2016. Third, there is still a significant gap in performance between English and Afrikaans compared to all other South African languages. At the 2010–2016 rate of progress, it would take another 20 years before the fraction of Nguni language speakers that meet the Low International Benchmark would be the same as Afrikaans or English speakers in 2016.

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Tracking Changes in South African Reading Literacy Achievement

A Developing Context Perspective

ISBN:: 9789004687011

出版社:: Brill

印刷出版日期:: 28 Aug 2023

Subjects
- African Studies
  - General
- Education
  - General
  - Language Education

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Chapter 7 Bridging the 20-Year Literacy Divide

African Language Reading Progress in South Africa

Abstract

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Tracking Changes in South African Reading Literacy Achievement

A Developing Context Perspective

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